What is accessibility?

When most people hear the word "accessible", they probably think about people who use wheelchairs being able to get into a building. Web accessibility refers to ensuring that web content is accessible, i.e. ensuring that web content, and specifically online course content, can be navigated and read by everyone, regardless of location, experience, or the type of computer technology used.

Accessibility is most commonly discussed in relation to people with disabilities, who are most likely to be disadvantaged if the principles of accessible Web design are not implemented. Following these principles makes it possible for people with disabilities to access content, it is like unlocking the doors to web content.

Creating accessible content should be an integral part of Web design philosophy, especially online courses. We can unlock the content of online courses by incorporating accessibility features into all aspects of the design process. Testing for accessibility should also be incorporated into any and all user testing regimes, and should not be seen as an isolated event that can occur after other user testing has taken place. Designing for accessibility is as much a strategic issue as a purely technical one.

To help you with the strategy, this guidebook will explain a lot more than just "the keys" of writing accessible online course content pages. Read on!

Why do I need to make my course accessible? What about accommodations?

Here are three reasons for making courses accessible:

1. It's the right thing to do. In our society, we want everyone to be able to participate to the fullest extent possible.
2. It's the smart thing to do. You will increase your target audience by making your courses accessible. Also, accessible design is compatible with emerging technologies, like handheld computers (PDAs) and cell phones with wireless web capabilities. People will be able to access your online course through their new PDA or cell phone, further increasing your target audience.
3. It's the law. There are the Americans with Disabilities Act (ADA), the reauthorized Rehabilitation Act (Section 508) and the Telecommunications Act. The latter has provisions that will give people with disabilities more access to telecommunications. There are also responses from the Office of Civil Rights and the Department of Education on violation complaints. Taken together they all support the notion that students should have equal access to the information that's on the Web, and they should have equal access to educational opportunities.
   (WebAIM)

A big part of providing accessibility is letting students know about accommodations as they usually apply to "brick and mortar" classrooms. Instructors should be familiar with the services and procedures about providing accommodations for students with disabilities in general, which will also apply to distance students. The university�s disability services office is a valuable resource in assisting instructors and students. Instructors should encourage students to register for and use the services available through the university�s disability services office. Consider adding a statement to your syllabus or course home page that encourages students with disabilities to identify themselves to you early in the semester so that you can assist with arranging appropriate accomodations. Here is an example of such a statement: "If you have a physical, learning, or psychological disability, and you need accommodations, please let me know as soon as possible. You will need to register with, and provide documentation of your disability to the university's disability services office."

As you plan your classes you may prepare a course syllabus, readings, and curriculum. In each instance ask yourself, "Is this material accessible to all students, including those with disabilities?" More specifically, ask yourself, "Is my course content fully accessible? How about the chat program I use, is it accessible? If I post things like PDF files, or PowerPoint presentations, are they accessible?"

As most of us use a learning management system such as eCollege or WebCT, we�ll discuss the procedures for entering text in these systems to produce the most accessible results. The solutions for making your materials accessible are relatively easy once you have the right information. This guidebook will discuss basic issues designed for easy implementation.

Ranges of web accessibility

There is a broad range of accessibility that can be achieved by Web developers. There are two sets of standards that developers may choose to follow. One has been developed by the W3C � World Wide Web Consortium. This group has voluntarily set out to create standards that can be followed by any website that chooses to do so. Section 508 of the Rehabilitation Act was amended in 1998 to include web accessibility standards, those standards are binding and enforceable. Section 508 applies to federal government entities and entities receiving federal funding, in particular, public institutions of higher learning. This guide will seek to encourage the highest degree of accessibility, while also recognizing that instructors are not Web developers.

Even though most of us use a learning management system such as eCollege or WebCT, the course content that instructors enter is in the instructor�s control. Things like navigation, access to files, chat program, and threaded discussions are all structured by eCollege or WebCT, which are charged with ensuring that these aspects follow accessibility standards, or providing alternatives that can be used.

Below are rough points along a continuum of accessibility. They are not meant to be definitive, merely illustrative.

Full accessibility

The most accessible method of writing web content pages entails the use of Cascading Style Sheets (CSS). This allows users the most control over how the page looks. It also requires that instructors learn how to create CSS and HTML (the language that web browsers use to display web pages). This is the level of accessibility that the standards set by the W3C create. Consider this the standard to shoot for.

Moderate accessibility

A moderate level of writing web content pages allows use of authoring software such as DreamWeaver or FrontPage. There are features within these programs that generate HTML that lets users have some control over how the content page is displayed, and that will allow assistive technology to read the content. Consider this to be the minimum level of accessibility when developing your course content pages.

Minimal accessibility

This level occurs when instructors write their own content pages without knowledge of writing accessible web content pages. It is just usable, but may not allow users to change the appearance of text, for example. Also, elements such as PDFs, converted Word documents, Flash presentations, and in some cases, PowerPoint presentations, are inaccessible.

No planned accessibility

This applies to general web pages, not those found in learning management systems like eCollege or WebCT. If a web developer has not planned for accessibility, users may find that they cannot navigate such a page, or have access to the page contents, users will be locked out.

A note about eCollege

Universities utilizing eCollege provide course development and instructional design support through a variety of methods. These services may be offered at the campus level through on-campus staff, or there may be an agreement with eCollege to provide those services directly. Check with the office on your campus in charge of online courses.

For whom am I making these efforts?

In a way, everyone.

Each of the major categories of disabilities requires certain types of adaptations in the design of online course content. Most of the time, these adaptations benefit nearly everyone, not just people with disabilities. For example, students with cognitive disabilities benefit from illustrations and graphics, as well as from properly-organized content with headings, lists, and visual cues in the navigation, as do most other learners.

Similarly, though captioned video content is meant to benefit students who are deaf or hard of hearing, it can also benefit those who absorb material better through reading, do not have sound on their computers, or who do not want to turn the sound on in public places such as libraries or computer labs.

Occasionally, general Web developers must implement accommodations that are more specific to people with disabilities. For example, developers can add links that allow blind users or people with motor disabilities who cannot use a mouse to skip past the navigational links at the top of the page. People without disabilities may choose to use this feature as well, but they will usually ignore it.
(WebAIM)

Sometimes instructors teaching online courses are concerned that disability-specific adaptations will change either the instructional quality or the visual "look and feel" of their courses. When well implemented, these adaptations will probably improve instructional value, and will not interfere with the visual aspect of a course. From the perspective of students with disabilities, accessible online course content is the key to full participation in their courses.